1703 North Beauregard St. Alexandria, VA 22311-1714 Tel: 1-800-933-ASCD (2723) Fax: 703-575-5400
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
by Leslie Grant, James Stronge, Xianxuan Xu, Patricia Popp, Yaling Sun and Catherine Little
Table of Contents
引用
Alexander, R. (2002). Dichotomous pedagogies and the promise of comparative research. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, LA. (ERIC Document No. ED478168)
Allington, R.L., & Johnston, P.H. (2000). What do we know about effective fourth-grade teachers and their classrooms? Albany, NY: National Research Center on English Learning & Achievement, State University of New York.
An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145–172.
Anderson, L., & Krathwohl, D. (2001). Taxonomy of learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25–45.
Bai, Y. (2000). Practices and characteristics of highly effective teachers. Educational Research and Experiment, 4, 31–37.
Baker, D.P., Goesling, B., & LeTendre, G.K. (2002). Socioeconomic status, school quality, and national economic development: A cross-national analysis of the "Heyneman-Loxley Effect" on mathematics and science achievement. Comparative Education Review, 46(3), 291–312.
Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London: McKinsey. Available at http://www.mckinsey.com/locations/ukireland/publications/pdf/Education_report.pdf
Berliner, D.C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13.
Biggs, J. (1996). Western misperceptions of the Confucian-heritage learning culture. In D.A. Watkins & J.B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 46–67). Hong Kong: Comparative Education Research Centre.
Blair, S.L., & Qian, Z. (1998). Family and Asian students' educational performance. Journal of Family Issues, 19(40), 65–72.
Bo, H. (2008). A preliminary study on effective instruction of high school mathematics within the settings of implementing new curriculum. Unpublished master's thesis, Shandong Normal University, Qingdao, Shandong, China.
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498.
Buttram, J.L., & Waters, J.T. (1997). Improving America's schools through standards-based education. Bulletin, 81(590), 1–5.
Cassady, J.C., Speirs Neumeister, K.L., Adams, C.M., Cross, T.L., Dixon, F.A., & Pierce, R.L. (2004). The differentiated classroom observation scale. Roeper Review, 26(3), 139–147.
Chan, C.K.K., & Rao, N. (2010). The paradoxes revisited: The Chinese learner in changing educational contexts. In C.K.K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 315–349). Hong Kong: Comparative Education Research Centre/Springer Academic Publishers.
Chen, C., & Stevenson, H.W. (1995). Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66, 1215–1234.
Cheng, V.M.Y. (2004). Progress from traditional to creativity education in Chinese societies. In S. Lau, A.H.H. Hui, & G.Y.C. Ng (Eds.). Creativity: When east meets west (pp. 137–168). River Edge, NJ: World Scientific.
Chudgar, A., & Luschei, T.F. (2009). National income, income inequality, and the importance of schools: A hierarchical cross-national comparison. American Educational Research Journal, 46(3), 626–658.
Coleman, L.J. (2006). A report card on the state of research on the talented and gifted. Gifted Child Quarterly, 50, 346–350.
Collins, E.C., & Green, J.L. (1990). Metaphors: The construction of perspective. Theory into Practice, 29(2), 71–77.
Conley, S., Muncy, D.E., & You, S. (2005). Standards-based evaluation and teacher career satisfaction: A structural equation modeling analysis. Journal of Personnel Evaluation in Education, 18, 39–65.
Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169–206). Cambridge: Cambridge University Press.
Costa, A.L. (2001). Teacher behaviors that enable student thinking. In A.L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd ed., pp. 359–369). Alexandria, VA: ASCD.
Crossley, M., & Waston, K. (2003). Comparative and international research in education: Globalization, context, and difference. New York: Routledge Falmer.
Cui, Y. (2001). Effective instruction: Concepts and strategies. Platform of Teaching and Learning, 6, 46–47.
Cui, Y., & Wang, S. (2005). Conceptualizing and constructing effective instruction. Curriculum and Instruction in Elementary and Secondary Education, 182, 5–7.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: ASCD.
Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.
Deal, T.E., & Kennedy, A.A. (2000). Corporate culture: The rites and rituals of corporate life. New York: Perseus.
Dewey, J. (1916). Democracy and education. Boston: Macmillan.
Du, H. (2004). A discussion on effective teaching within the implementation of new curriculum. Journal of Southwest University for Nationalities, 25(7), 356–359.
Evertson, C.M., & Emmer, E.T. (2013). Classroom management for elementary teachers (9th ed.). Boston: Pearson.
Fan, L., & Gurcharn, K. (2000). The influence of textbooks on teaching strategies: An empirical study. Mid-Western Educational Researcher, 13(4), 2–9.
Fang, Y., & Gopinathan, S. (2009). Teachers and teaching in Eastern and Western schools: A critical review of cross-cultural comparative studies. In L.J. Saha & A.G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 557–572). New York: Springer.
Fang, Y., Hooghart, A., Song, J., & Choi, J. (2003). Roles in context—Examine staffrooms as sites for teacher learning in three cultures: China, Japan, and South Korea. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Fang, Z., Grant, L.W., Stronge, J.H., Xu, X., & Ward, T.J. (2013). Investigating the relationship between culture and student achievement. Educational Assessment, Evaluation, and Accountability, 25(3), 159–178.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teacher College Record, 103(6), 1013–1055.
Gardner, H. (1995). Cracking open the IQ box. In S. Fraser (Ed.), The bell curve war: Race, intelligence, and the future of America (pp. 23–35). New York: Basic Books.
Ginott, H. (1972). Teacher and child: A book for parents and teachers. New York: Macmillan.
Goor, M.B., Schwenn, J.O., & Goor, E. (1997). Create more time to teach. Longmont, CO: Sopris West.
Gronlund, N.E. (2006). Assessment of student achievement (8th ed.). Boston: Pearson.
Hamilton, L., & Stecher, B. (2004). Responding effectively to test-based accountability. Phi Delta Kappan, 85(8), 578–583.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Retrieved from http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Building-effective-learning-environments/Teachers-Make-a-Difference-What-is-the-Research-Evidence
Hau, K.T., & Salili, F. (1991). Structure and semantic differential placement of specific causes: Academic causal attributions by Chinese students in Hong Kong. International Journal of Psychology, 26, 175–193.
Haynie, G. (2006, April). Effective biology teaching: A value-added instructional improvement analysis model. Retrieved from http://www.wcpss.net/results/reports/2006/0528biology.pdf
Hiebert, J., Gallimore, R., Garnier, H., Givvin, K.B., Hollingsworth, H., Jacobs, et al. (2003). Teaching mathematics in seven countries. Results from the TIMSS 1999 video study. Washington, DC: National Center for Education Statistics.
Ho, I.R. (2001). Are Chinese teachers authoritarian? In D.A. Watkins & J.B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 99–114). Hong Kong: Comparative Education Research Centre.
Hofstede, G.H. (1980). Culture's consequences, international differences in work-related values. Beverly Hills, CA.: Sage.
Hofstede, G.H., Hofstede, G.J., & Minkov, M. (2010). Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival (revised and expanded 3rd ed.). New York: McGraw-Hill.
Huang, R., & Leung, F.K.S. (2004). Cracking the paradox of the Chinese learners—Looking into the mathematics classrooms in Hong Kong and Shanghai. In L. Fan, N. Wong, J. Cai, and S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders. River Edge, NJ: World Scientific.
Hurd, J., & Lewis, C. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth, NH: Heinemann.
Ingersoll, R. (2007). A comparative study of teacher preparation and qualification in six nations. Philadelphia: Consortium for Policy Research in Education.
Jin, L., & Cortazzi, M. (2008). Images of teachers, learning and questioning in Chinese cultures of learning. In E. Berendt (Ed.), Metaphors for learning. Philadelphia, PA: John Benjamins.
Johnson, S.M. (1990). Teachers at work: Achieving success in our schools. New York: Basic Books.
Jones, K.A., Jones, J.L., & Vermette, P.J. (2011). Six common lesson planning pitfalls: Recommendations for novice educators. Education, 131(4), 845–864.
Jones, R.D. (2009). Strengthening student engagement. Retrieved from http://www.leadered.com/pdf/strengthen%20student%20engagement%20white%20paper.pdf
Jones, V.F., & Jones, L.S. (2012). Comprehensive classroom management: Creating communities of support and solving problems (10th ed.). Boston: Allyn & Bacon.
Kalis, T.M., Vannest, K.J., & Parker, R. (2007). Praise counts: Using self-monitoring to increase effective teaching practices. Preventing School Failure, 51, 20–27.
Kauchak, D., & Eggen, P. (2013). Introduction to teaching: Becoming a professional (5th ed.). Boston: Pearson.
Kennedy, K., & Lee, J. (2008). The changing role of schools in Asian societies: Schools for the knowledge society. New York: Routledge.
Kennedy, M.M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598.
Klem, A.M., & Connell, J.P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
Laurier, W. (2011). Madeline Hunter's lesson plan format. Retrieved from http://iicti-part1-fall2011.wikispaces.com/file/view/madeline+hunter's+lesson+plan+format.pdf
Leung, F.K.S. (1995). The mathematics classroom in Beijing, Hong Kong and London. Educational Studies in Mathematics, 29, 297–325.
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 61(5), 18–23.
Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95, 258–267.
Li, X. (2010). Conceptual metaphor theory and teaching of English and Chinese idioms. Journal of Language and Teaching and Research, 1(3), 206–210.
Li, Y., & Shimizu, Y. (2009). Exemplary mathematics instruction and its development in selected education systems in East Asia. International Journal on Mathematics Education, 41(3), 257–262.
Liu, S. (2006). School effectiveness research in China. Unpublished dissertation, Louisiana State University, Baton Rouge.
Liu, S., & Meng, L. (2008). Qualities of good Chinese teachers: Perspectives from teachers, students and parents. 2008 National Evaluation Institute Conference on Assessment, Evaluation, & Professional Learning Communities, Wilmington, NC, October 8–11.
Liu, S., & Meng, L. (2009). Perceptions of teachers, students and parents of the characteristics of good teachers: A cross-cultural comparison of China and the United States. Educational Assessment, Evaluation, and Accountability, 21, 31–328.
Liu, S., & Teddlie, C. (2004). The ongoing development of teacher evaluation and curriculum reform in the People's Republic of China. Journal of Personnel Evaluation in Education, 17(3), 243–261.
Lookabill, K.C. (2008). A descriptive study of the impact of the planning time on the utilization of the National Council of Teachers of Mathematics process standards within the Algebra 1 and applied mathematics subject fields. Unpublished doctoral dissertation, Huntington, WV, Marshall University.
Lucas, R.M. (2005). Teachers' perceptions on the efficacy of curriculum mapping as a tool for planning and curriculum alignment. Unpublished doctoral dissertation, South Orange, NJ, Seton Hall University.
Mangin, M.M. (2005). Distributed leadership and the culture of schools: Teacher leaders' strategies for gaining access to classrooms. Journal of School Leadership, 15, 4.
Marton, F., Dall'Alba, G.D., & Kun, T.L. (1996). Memorizing and understanding the keys to the paradox? In D.A. Watkins & J.B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 69–83). Hong Kong: Comparative Education Research Center.
McEwan, E.K. (2002). 10 traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin.
Mendro, R.L., Jordan, H.R., Gomez, E., Anderson, M.C., & Bembry, K.L. (1998, April). Longitudinal teacher effects on student achievement and their relation to school and project evaluation. Paper presented at the 1998 Annual Meeting of the American Educational Research Association, San Diego, CA.
Milken Family Foundation. (n.d.). Milken Educator Awards: Criteria for selection. Available at http://www.milkeneducatorawards.org/about/criteria-for-selection
Ministry of Education of the People's Republic of China. (n.d.). Ministry of Education's memorandum on selecting and recognizing recipients for 2009 National Teachers/Educators Excellence Awards. Available at http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7000/201212/xxgk_145783.html
Misulis, K. (1997). Content analysis: A useful tool for instructional planning. Contemporary Education, 69(1), 45–47.
Muijs, D., & Reynolds, D. (2003). Student background and teacher effects on achievement and attainment in mathematics: A longitudinal study. Educational Research and Evaluation, 9(3), 289–314.
National Board on Educational Testing and Public Policy. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Finding from a national survey of teachers. Boston: Author.
Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25, 261–290.
OECD. (2010). Lessons from PISA for the United States: Strong performers and successful reformers in education. Paris: OECD Publishing.
OECD. (2013). PISA 2012 results in focus: What 15-year olds know and what they can do with what they know. Available at www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
Paine, L.W. (1990). The teacher as virtuoso: A Chinese model for teaching. Teachers College Record, 92(1), 49–81.
Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching. Education, 22(2), 714, 808–827.
Parke, C.S., Lane, S., & Stone, C.A. (2006). Impact of a state performance assessment program in reading and writing. Educational Research and Evaluation, 12(3), 239–269.
Pearson, L.C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37–53.
Piccolo, D.L., Harbaugh, A.P., Carter, T.A., Capraro, M.M., & Capraro, R.M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. Journal of Advanced Academics, 19, 376–410.
Preus, B. (2007). Educational trends in China and the United States: Proverbial pendulum or potential for balance? Phi Delta Kappan, 89(2), 115–118.
Reinke, W.M., Herman, K.C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Reinsvold, L.A., & Cochran, K.F. (2012). Power dynamics and questioning in elementary science classrooms. Journal of Science Teacher Education, 23, 745–768.
Roorda, D.L., Koomen, H.M.Y., Spilt, J., & Oort, F. (2011). The influence of affective teacher-student relationships on students' engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.
Rosenthal, D., & Feldman, S. (1991). The influence of perceived family and personal factors on self-reported school performance of Chinese and Western high school students. Journal of Research on Adolescence, 1, 135–154.
Salili, F., & Hau, K.T. (1994). The effect of teachers' evaluative feedback on Chinese students' perception of ability: A cultural and situational analysis. Educational Studies, 20(2), 223–236.
Sargent, T.C. (2006). Institutionalizing educational ideologies: Curriculum reform and the transformation of teaching practice in rural China. Unpublished doctoral dissertation, Philadelphia, University of Pennsylvania.
Schwille, J., Dembele, M., & Schubert, J. (2007). Global perspectives on teacher learning: Improving policy and practice. Paris: United Nations Educational, Scientific and Cultural Organization.
Scott, T.M., Anderson, C.M., & Alter, P. (2011). Classroom behavior using positive behavior supports. Boston: Pearson.
Sedivy-Benton, A.L., & McGill, C.J. (2012). Significant factors for teachers' intent to stay or leave the profession: Teacher influence on school, perception of control, and perceived support. National Teacher Education Journal, 5(2), 99–114.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parent, and everyone who cares about education. New York: Crown Business.
Shi, J., & Zha, Z. (2000). Psychological research on the education of gifted and talented children in China. In K.A. Heller, F.J. Monks, R.J. Sternberg, & R.F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 757–764). Oxford: Elsevier.
Shim, S.H. (2008). A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24, 515–535.
Simon, H.A., & Chase, W.G. (1973). Skill in chess. American Scientist, 61, 394–403.
Soh, C.K. (1999). East-west difference in views on creativity: Is Howard Gardner Correct? Yes, and no. Journal of Creative Behavior, 33(2), 112–125.
Soter, A.O., Wilkinson, I.A., Murphy, P.K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47, 372–391.
Stepanek, J., Appel, G., Leong, M., Mangan, M.T., & Mitchell, M. (2006). Leading lesson study: A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin.
Stevenson, H.W., Lee, S., & Stigler, J.W. (1986). Mathematics achievement of Chinese, Japanese, and American children. Science, 231, 693–699.
Stevenson, H.W., & Stigler, J.W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit.
Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
Stigler, J.W., Lee, S.Y., Lucker, G.W., & Stevenson, J.W. (1982). Curriculum and achievement in mathematics: A study of elementary school children in Japan, Taiwan, and United States. Journal of Educational Psychology, 74, 315–322.
Stigler, J., & Stevenson, H.W. (1991). How Asian teachers polish each other to perfection. American Educator, 15(1), 12–21, 43–47.
Stronge, J.H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA: ASCD.
Stronge, J.H. (2010). Evaluating what good teachers do: Eight research-based standards for assessing teacher excellence. Larchmont, NY: Eye on Education.
Stronge, J.H. (2011). Teacher effectiveness = Student achievement: What research says. Larchmont, NY: Eye on Education.
Stronge, J.H., Tucker, P.D., Ward, T.J., & Hindman, J.L. (2008). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20, 165–184.
Stronge, J.H., Ward, T.J., & Grant, L.W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355.
Sue, S., & Okazaki, S. (1990). Asian-American educational achievement: A phenomenon in search for an explanation. American Psychologist, 45(8), 913–920.
Sun, C. (2004). A study on effective classroom teaching under the background of new curriculum. Unpublished master's thesis, Shanghai Normal University, Shanghai, China.
Taylor, L.M. (2004). The power of time and teamwork: The impact of instructional planning time and collaboration on the effectiveness of lesson planning by classroom teachers. Unpublished doctoral dissertation, Cleveland, OH, Delta State University.
Tienken, C.H., Goldberg, S., & DiRocco, D. (2009, October). Questioning the questions. Kappa Delta Pi Record, 39–43.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
Tomlinson, C.A. (2001). How to differentiate in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119–145.
Tomlinson, C.A., & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
Tsui, A.B.M., & Wong, J.L.N. (2009). In search of a third space: Teacher development in Mainland China. In C.K.K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 281–311). Hong Kong: Comparative Education Research Centre/Springer Academic Publishers.
Tweed, R.G., & Lehman, D.R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57(2), 89–99.
U.S. Department of Education. (2001). No Child Left Behind Act of 2001. Washington, DC: Author.
U.S. Department of Education. (2012, November 8). Secretary Arne Duncan's remarks at the Microsoft Partners in Learning Global Forum. Available at http://www.ed.gov/news/speeches/secretary-arne-duncans-remarks-microsoft-partners-learning-global-forum
U.S. Department of Labor, Bureau of Labor Statistics. (2010). Occupational outlook handbook, 2010–11 edition. Available at http://www.bls.gov/oco/oco2003.htm
Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need. New York: Basic Books.
Walberg, H.J. (1992). The knowledge base for educational productivity. International Journal of Educational Reform, 1(1), 5–15.
Walsh, J.A., & Sattes, B.D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin.
Wang, X. (2006). New curriculum's vision for the development of teacher's teaching capacity. Unpublished doctoral dissertation, East China Normal University, Shanghai, China.
Watkins, D.A., & Biggs, J.B. (Eds.). (1996). The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong: Comparative Education Research Center.
Watkins, D.A., & Biggs, J.B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Center.
Wayne, A.J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89–122.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.
Wlodkowski, R.J. (1983). Motivational opportunities for successful learners. Phoenix, AZ: Universal Dimensions.
Wong, H.K., & Wong, R.T. (2009). The first days of school: How to be an effective teacher (4th ed.). Mountain View, CA: Harry K. Wong Publications.
Wormeli, R. (2006). Fair isn't always equal: Assessing and grading in the differentiated classroom. Portland, ME: Stenhouse.
Wragg, E.C., & Brown, G. (2001). Questioning in the primary school (rev. ed.). New York: Routledge.
Wright, V.H., Sundburg, C.W., Yarbrough, S., Wilson, E., & Stallworth, B.J. (2003). Construction of teaching metaphors through the use of technology. Electronic Journal of Integration of Technology in Education, 2(1), 1–22.
Zhang, F. (2008). Effective instruction and new curriculum. Unpublished master's thesis, Inner Mongolia Normal University, Hohhot, Inner Mongolia, China.
Subscribe to ASCD Express, our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.